Lesson Plans -- Student
DBQ: American Traitors or British Patriots?
Colonists Fight the British and Each Other
By Greg O'Brien
Directions: Part I: Short Answers
The following questions are based on the documents provided. As you
analyze
the documents, take into account the source of the document and the
author's point of view.
Read each question carefully. Consider what you already know about
this
topic.
Read each document carefully. Underline key words and phrases that
address the document based question. Documents may be excerpts of longer
passages.
Answer the question that follows each document with full sentences.
Directions: Part II: Essay
Using the documents provided as well as your own knowledge of history,
discuss the different attitudes or positions that different
Americans took toward the British and towards other Americans during the
revolutionary era. Discuss the differences and similarities between the
patriots and the loyalists.
Historical context:
The American Revolution was not only a war between the American colonists
and the British; it was also a war that pitted Americans against each
other. Many loyalists (colonists who remained loyal to the Crown and
Government of England) fought on the side of the British and were called
Tories. Though all thirteen colonies did sign the Declaration of
Independence, the decision among colonists to go to war was not unanimous.
Many colonists, though against British policies, favored reconciliation
with England over war.
Part I: Short Answers
Document 1: Thomas Preston, Account of the Boston Massacre
Captain Thomas Preston's Account of the Boston Massacre (13 March 1770),
from British Public Records Office, C. O. 5/759. Reprinted in Merrill
Jensen (editor) English Historical Documents, Volume IX. (London, 1964)
vp.
750-53.
http://www.ukans.edu/carrie/texts/preston.html
"On Monday night about 8 o'clock two [British] soldiers were attacked and
beat. The guard iinformed me the town inhabitants were assembling to
attack
the troops. I saw the people in great commotion, and heard them use the
most cruel and horrid threats against the troops... So far was I from
intending the death of any person that I suffered the troops to go to the
spot where the unhappy affair took place without any loading in their
pieces (weapons); nor did I ever give orders for loading them. The mob
still increased and were more outrageous, striking their clubs or
bludgeons
one against another, and calling out, 'come on you rascals, you bloody
backs, you lobster scoundrels, fire if you dare, G-d damn you, fire and be
damned, we know you dare not,' and much more such language was used. At
this time I was between the soldiers and the mob. They
advanced to the points of the bayonets, struck some of them and even the
muzzles of the
pieces, and seemed to be endeavouring to close with the soldiers.... While
I
was thus speaking, one of the soldiers having received a severe blow with
a
stick, stepped a little on one side and instantly fired, and [while]
asking
him why he fired without orders, I was struck with a club on my arm... On
this a general attack was made on the men by a great number of heavy clubs
and snowballs being thrown at them, by which all our lives were in
imminent
danger, some persons at the same time from behind calling out, 'damn your
bloods-why don't you fire.' Instantly three or four of the soldiers fired,
one after another, and directly after three more in the same confusion and
hurry. The whole of this melancholy affair was transacted in almost 20
minutes.
I assured the men that my words were "don't fire, stop your
firing." In short, it was scarcely possible for the soldiers to know who
said fire, or don't fire, or stop your firing. I am, though perfectly
innocent, to expect but the loss of life in a very ignominious
[disgraceful] manner."
According to this author, who was most responsible for the Boston
Massacre?
Document 2: Paul Revere's Depiction of The Boston Massacre, 1770
http://earlyamerica.com/review/winter96/massacre.html
How does this portrayal of the Boston Massacre contrast with the
written account in Document 1?
Document 3: This newspaper excerpt from a 1779 edition of the "New York
Gazette" is signed "Candidus" and chances are good that it was penned by
loyalist author James "Candidus" Chalmers.
http://erols.com/candidus/propda.htm
"The rebels have hitherto been infamous for their wanton [reckless]
cruelties. Their brutal treatment of Governor Franklin (Royal Governor of
New Jersey), and many other persons of distinction whom I could mention,
--
their barbarity to loyalists in general, and at this present hour --
hanging men for acting according to the dictates of conscience -- whipping
men almost to death because they will not take up arms - - publicly
whipping even women, whose husbands would not join the militia -- their
confiscations, fines, and imprisonments; these things which they daily and
undoubtedly practice, very ill agree with the character of humanity so
lavishly bestowed on them by this writer. Nothing but a long, very long
series of conduct the reverse of this can wipe off the infamy [bad
reputation], which they hereby incurred [brought upon themselves]."
Did the rebels treat the loyalists fairly? What sort of punishments
could colonists expect if they were did not agree to support the
rebels?
Document 4: Patrick Henry, March 23, 1775.
www.yale.edu/lawweb/avalon/patrick.htm
"The question before the House is one of awful moment to this country. For
my own part, I consider it as nothing less than a question of freedom or
slavery. Let us not deceive ourselves, sir. These are the implements of
war
and subjugation; Has Great Britain any enemy, in this quarter of the
world,
to call for all this accumulation of navies and armies? Is life so dear,
or
peace so sweet, as to be purchased at the price of chains and slavery?
Forbid it, Almighty God! I know not what course others may take; but as
for
me, give me liberty or give me death!"
This famous quote by Patrick Henry helped bring the South into the
Revolutionary War. What was his major complaint against the British in
this
speech?
Document 5:
"A Calm Address to our American Colonies," by John Wesley, founder of
Methodist Church, London England
http://www.indwes.edu/faculty/dbartley/hnr101/wesly_am.htm
"Nine in ten throughout England have no representative, no vote; yet they
are no slaves; they enjoy both civil and religious liberty to the utmost
extent. 'Who then is a slave?' Look into America, and you may easily see.
See that Negro, fainting under the load, bleeding under the lash! He is a
slave. And is there 'no difference' between him and his master? Yes; the
one is screaming, 'Murder! Slavery!' the other silently bleeds and dies!
'But wherein then consists the difference between liberty and slavery?'
Herein: You and I, and the English in general, go where we will, and enjoy
the fruit of our labors: This is liberty. The Negro does not: This is
slavery. Is not then all this outcry about liberty and slavery mere rant,
and playing upon words?"
How did John Wesley argue against the idea that taxation without
representation was of form of slavery? How might statements like his have
affected black slaves in the colonies?
Document 6: A Plan for the Union of Great Britain and the Colonies by
Joseph Galloway 1774
http://memory.loc.gov/learn/features/timeline/amrev/rebelln/galloway.html
Offered by Joseph Galloway of Pennsylvania; this was the first order of
business for the First Continental Congress. New York, Pennsylvania, and
New Jersey were especially concerned that the Colonies should reconcile
with Great Britain. This was their plan for compromise. The plan was
considered very attractive to most of the members, as it proposed a
popularly elected Grand Council which would represent the interests of the
colonies as a whole, and would be a continental equivalent to the English
Parliament. After a sincere debate, it was rejected by a six to five vote.
It may have been the arrival of the Suffolk County (Boston) resolutions
that killed it.
"Resolved, that this Congress will apply to His Majesty for a redress of
grievances under which his faithful subjects in America labor; and assure
him that the colonies hold in abhorrence the idea of being considered
independent communities on the British government, and most ardently
desire
the establishment of a political union, not only among themselves but with
the mother state, upon those principles of safety and freedom which are
essential in the constitution of all free governments, and particularly
that of the British legislature. And as the colonies from their local
circumstances cannot be represented in the Parliament of Great Britain,
they will humbly propose to His Majesty and his two houses of Parliament
the following plan, for a Proposed Union between Great Britain and the
Colonies of New Hampshire, the Massachusetts Bay, Rhode Island,
Connecticut, New York, New Jersey, Pennsylvania, Maryland, the Three Lower
Counties on the Delaware, Virginia, North Carolina, South Carolina, and
Georgia."
How might the "Political Union" Joseph Galloway proposed be different
from the Declaration of Independence, which was adopted instead? What
significance is there in the closeness of the vote on this plan?
Document 7: Benedict Arnold's Open letter to Colonists, printed in The
London Chronicle October 21, 1780
http://earlyamerica.com/earlyamerica/writings/arnold
"For the thousands who suffer under the tyranny of the usurpers [rebel
leaders] in the revolted provinces ... my countrymen are duped [fooled].
I
[lament] the tyranny and injustice with which [the rebel leaders]
neglected to take their collective sentiments of the British proposals of
peace. Rather than [accept] the insidious offers of France, a monarchy
too
feeble to establish independence for the colonies, the enemy of the
Protestant faith, I preferred those from Great Britain. It is the
generous
intent of Great Britain to leave the rights and privileges of the colonies
unimpaired, together with a perpetual exemption from taxation, adding such
further benefits as may consist with the common prosperity of the empire."
The name "Benedict Arnold" has become synonymous with "traitor". What
reasons does he give for defecting to the British Army? Are his reasons
sound?
PART II: Essay
Using the documents provided and your knowledge of American History, write
a well-organized essay developing a thesis from the documents in Part I
analyzing the differences between Americans who were loyalists and those
who were rebels. Use specific examples from the documents and from your
knowledge of history to explain the different reactions people had to the
conflict and to each other.
DBQ Scoring Rubric
Short Answer: 0 -2 Points: Score of 2 - superior; Score of one-
acceptable;
Score of 0 - no credit
PART I:
Document 1:
Score of 2: Cites the Boston colonists' aggressive attitude toward the
troops, and the background for antagonism toward the army. Mentions the
authors' point of view as the commander of the army regiment during the
incident.
Score of 1: Identifies the mob and/or the confusion as responsible with no
elaboration.
Score of 0: Blank, illegible or fails to address the task.
Document 2:
Score of 2: Identifies the formation of the British troops as orderly in
the print, disorderly in the narrative and shows the commander clearly
giving orders to fire in the print. Print also depicts mob as victims, not
aggressors.
Score of 1: Answer shows little distinction between the two versions.
Score of 0: Blank, illegible or fails to address the task.
Document 3:
Score of 2: Uses multiple examples from the document to answer the
questions. Cites outside knowledge of topic.
Score of 1: Answer includes vague reference to text.
Score of 0: Blank, illegible or fails to address question.
Document 4:
Score of 2: Cites British troops, British occupation and "tyranny" of
colonies as Henry's biggest complaint. Cites patriotic zeal for freedom.
Score of 1: restates quote without elaboration
Score of 0: Blank, illegible, fails to address task
Document 5:
Score of 2: Identifies difference between rhetorical slavery (Henry) and
chattel slavery, and mentions taxation as different from bondage in actual
chains. Also incorporates knowledge of blacks as an important component of
revolutionary society and politics.
Score of 1: Answer contains inaccurate or incomplete analysis and
interpretation of the document.
Score of 0: Blank, illegible or fails to address the task.
Document 6:
Score of 2: Answer indicates the large difference between an effort at
reconciliation and a declaration of independence (war), with mention of
the
closeness of the vote.
Score of 1: Answer addresses part of but not the entire question, with
some
inaccuracies and vagueness.
Score of 0: Blank, illegible or fails to address the task
Document 7:
Score of 2: Answers question thoroughly and posits answer regarding
"soundness" of Arnold's decision and gives reasons from document.
Score of 1: Answers question, but without depth of analysis or support
from
evaluation of the document.
Score of 0: Blank, illegible or fails to address task
ESSAY
Taken from The New York State Dept. of Education
http://www.emsc.nysed.gov/osa/socstre/gh&usinfo.html
Score of 5:
Shows a thorough understanding of the theme or problem
Addresses all aspects of the task
Shows an ability to analyze, evaluate, compare and/or contrast issues
and events
Richly supports the theme or problem with relevant facts, examples,
and
details
Is a well-developed essay, consistently demonstrating a logical and
clear plan of organization
Introduces the theme or problem by establishing a framework that is
beyond a simple restatement of the task and concludes with a summation of
the theme or problem
Score of 4:
Shows a good understanding of the theme or problem
Addresses all aspects of the task
Shows an ability to analyze, evaluate, compare and/or contrast issues
and events
Includes relevant facts, examples, and details, but may not support
all
aspects of the theme or problem evenly
Is a well-developed essay, demonstrating a logical and clear plan of
organization
Introduces the theme or problem by establishing a framework that is
beyond a simple restatement of the task and concludes with a summation of
the theme or problem
Score of 3:
Shows a satisfactory understanding of the theme or problem
Addresses most aspects of the task or addresses all aspects in a
limited way
Shows an ability to analyze or evaluate issues and events, but not in
any depth
Includes some facts, examples, and details
Is a satisfactorily developed essay, demonstrating a general plan of
organization
Introduces the theme or problem by repeating the task and concludes by
repeating the theme or problem
Score of 2:
Shows limited understanding of the theme or problem
Attempts to address the task
Develops a faulty analysis or evaluation of issues and events
Includes few facts, examples, and details, and may include information
that contains inaccuracies
Is a poorly organized essay, lacking focus
Fails to introduce or summarize the theme or problem
Score of 1:
Shows a very limited understanding of the theme or problem
Lacks an analysis or evaluation of the issues and events
Includes little or no accurate or relevant facts, examples, or details
Attempts to complete the task, but demonstrates a major weakness in
organization
Fails to introduce or summarize the theme or problem
Score of 0:
Fails to address the task
Illegible
Blank
Selection of Primary Documents
In the process of selecting documents for the DBQ, I began with
the
premise that I would challenge commonly held assumptions about the
American
Revolution. Specifically, it was my intent to question the level of
support
for the war among colonists and the perception of loyalists as traitors to
the cause of American independence. The selection process for primary
documents from a loyalist or British perspective focused on displaying a
diversity of opinions on a myriad of issues. Many documents reiterated the
exact same theme in a different voice and so the selection was made based
on the clarity of the arguments for an 11th grade audience. The second
step
in the selection process was to choose primary documents from a Whig or
rebel perspective that balanced out and contrasted as directly as possible
with the Tory writings. The final step involved editing excerpts and
adding
explanations and definitions where appropriate.